Language, Literacy and Literature 2 PG (11919.2)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | Online self-paced On-campus |
Bruce, Canberra |
| EFTSL | Credit points | Faculty |
| 0.125 | 3 | Faculty Of Education |
| Discipline | Study level | HECS Bands |
| School Of Teacher Education | Post Graduate Level | Band 1 2021 (Commenced After 1 Jan 2021) Band 1 2021 (Commenced Before 1 Jan 2021) |
Learning outcomes
After successful completion of this unit, students will be able to:1.Evaluate key theories and pedagogies suitable for effective language and literacy teaching and learning experiences in middle and upper primary years;
2. Articulate in detail the roles that adults play in children's ongoing literacy development;
3. Design language and literacy activities that articulate clear lesson aims, while integrating applicable curricular content descriptors and cross-curricular elements;
4. Differentiate appropriate teaching and assessment methods suited to a range of complex sociocultural contexts; and
5. Apply contemporary multimodal concepts of language, literacy and literature with children and young people and communicate these effectively to diverse stakeholders.
Graduate attributes
1. UC graduates are professional - communicate effectively1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
Skills development
This unit furthers pre-service teachers' knowledge of children's language and literacy development, focusing on the middle to upper years of primary school. The centrality of children's literature; the critical middle years; the importance of comprehension, and the use of critical and multi-literacies across the curriculum are foregrounded. The unit explores policies and practices for promoting inclusive education for all learners, including EAL/D and CALD learners; students with a disability; gifted and high potential students; and First Nations students. Pre-service teachers will examine and develop literacy programming alternatives for specific language and literacy needs and a variety of student groups and settings.
Prerequisites
11918 Language, Literacy and Literature 1 GCorequisites
Enrolment in EDM001 Master of Primary Teaching.Incompatible units
None.Equivalent units
11345 Scaffolding Literacy and Language in the Classroom PGAssumed knowledge
Foundational knowledge of the Australian Curriculum: K-9| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
|---|---|---|---|---|---|
| 2026 | Bruce, Canberra | Semester 1 | 16 February 2026 | Online self-paced | Dr Kate Halcrow |
| 2026 | Bruce, Canberra | Semester 1 | 16 February 2026 | On-campus | Dr Kate Halcrow |
Required texts
All required readings will be available under 'Reading List' on the 11919 Canvas site and are available freely online or through the UC Library.
Further to these, a book pack will be available for students and is linked to lectures, online and on-campus discussions and for assessment. The book pack is offered at a discounted rate from the Book Cow Kingston. Texts are ordered and delivered through the supplier, but can also be arranged to be picked up on-campus. The book pack serve as the beginnings of a personal primary English teacher's library. The pack includes picture books, poetry, and non-fiction texts with First Nations relevance that are examples of celebrated literature suitable for classroom use in K-6 Australian primary classes. The cost of this book pack is $65 (correct in 2026). Students may opt to buy some rather than all texts, or source the books elsewhere. Please find a link to our 11919 UC book list at: https://shop.bookcow.com.au/c/uc-2026-texts
Books
Boushey, G., & Moser, J. (2014). The daily 5: Fostering literacy independence in the elementary grades (2nd ed.). Stenhouse Publishers.
Callow, J. (2023). The shape of texts to come (2nd ed.). PETAA (Primary English Teaching Association Australia).
Daffern, T., & Mackenzie, N. M. (2020). Teaching writing: Effective approaches for the middle years. Taylor & Francis Group.
Dorfman, L., & Cappelli, R. (2023). Mentor texts: Teaching writing through children's literature, K-6 (2nd ed.). Stenhouse Publishers.
Ewing, R., O'Brien, S., Rushton, K., Stewart, L., Burke, R., & Brosseuk, D. (2022). English and literacies: Learning how to make meaning in primary classrooms. Cambridge University Press.
Harrison, L. S. (2022). Drama and reading for meaning ages 4-11: A practical book of ideas for primary teachers (1st ed.). Routledge.
PETAA. (2023). The shape of texts to come (2nd ed.). PETAA.
Print, M., & Hattie, J. (2022). Curriculum construction (7th ed.). Pearson Australia.
Book Chapters
O'Brien, C., et al. (2011). A formative study of an e-book instructional model in early literacy. Creative Education, 2(1), 10-17.
O'Brien, S. (2022). Literacy Across the Curriculum. In R. Ewing, S. O'Brien, K. Rushton, L. Stewart, R. Burke, & D. Brosseuk (Eds.), English and literacies: Learning how to make meaning in primary classrooms (pp. 289-315). Cambridge University Press.
Journal Articles
Adam, H., & Barratt-Pugh, C. (2020). The challenge of monoculturalism: What books are educators sharing with children and what messages do they send? Australian Educational Researcher, 47(5), 815-836.
Barrett-Tatum, J., & Stilwell Lewis, D. (2024). Improving primary grade students' content area vocabulary through research-based literacy instruction. Journal of Early Childhood Teacher Education, 1-23.
Cumming-Potvin, W., Jackson-Barrett, L., & Potvin, D. (2022). Aboriginal perspectives matter: Yarning and reflecting about teaching literacies with multimodal Aboriginal texts. Issues in Educational Research, 32(4), 1342-1363.
Daffern, T., Thompson, K., & Ryan, L. (2020). Teaching spelling in context can also be explicit and systematic. Practical Literacy, 25(1), 8-12.
English, R. (2021). Teaching and learning through children's literature: Teaching through mentor texts. Practical Literacy, 26(1), 37-42.
Kleekamp, M. C., & Zapata, A. (2019). Interrogating depictions of disability in children's picturebooks. The Reading Teacher, 72(5), 589-597.
Lowien, N. (2022). Teaching the Australian curriculum English: Pre-service teachers' knowledge and confidence in the middle primary years. Literacy Learning, 30(1), 52-64.
Wearmouth, J., & Tsyrlina-Spady, T. (2017). Employing culturally responsive pedagogy to foster literacy learning in schools. Cogent Education, 4(1), Article 1295824.
Wyse, D., & Hacking, C. (2024). Decoding, reading and writing: The double helix theory of teaching. Literacy, 58(3), 256-266.
Reports and White Papers
Shanahan, T. (2017). Disciplinary literacy in the primary school. National Council for Curriculum and Assessment (NCCA).
Submission of assessment items
Extensions & Late submissions
Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.
All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, or if no submission has been made by the due date and time, a standard late penalty of 10% of the total marks possible for the task may be applied per day, for three days, after which the submission will receive a score of 鈥�0' in keeping with UC's Assessment Policy.
When developing your lesson plans, it is encouraged that you are using your skills in lesson planning and design to create engaging and rich lesson resources. Using materials from commercial sites such as TPT, Twinkl, Sparkle Box etc. is not desirable in this unit. If you adapt resources from commercial sites and sources, please note this in your lesson planning and resource development.
Artificial Intelligence
Students may not use generative artificial intelligence (GenAI) as indicated in the assessment instructions for this unit.
A non-Gen AI editing platform may be used for editing and refining wording only.
Evidence of original thinking and synthesis of unit readings and content is key to successful completion of this unit, as is the demonstration of thoughtful application of these to the world of real classrooms and primary children.
Students should be aware that the 海角射区 utilises GenAI detection software. Suspected instances of unauthorised GenAI use may lead to a Learning Validation Conversation' designed to provide assurance that a student is able to demonstrate relevant knowledge and skills to meet required learning outcomes. Students who are suspected of having misused GenAI in assessment may be required to attend a summary inquiry for suspected misconduct.
Special assessment requirements
Normally an aggregate mark of 50% is required to pass the unit. However, please note that a genuine attempt to complete all assessments must be made to pass this unit.
Provision of valid documentation
Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.
Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.
Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.
UC students have to complete the annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).
UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.
Information is provided in the , , and 海角射区 (Student Conduct) Rules 2023. For further advice, visit Study Skills.
Learner engagement
Indicative time needed to successfully complete this unit:
Reading, research and private study: 50 hours
Workshop and online participation: 50 hours
Assessment Tasks: 50 hours
Participation requirements
Successful engagement with all learning activities in this accredited Initial Teacher Education course is necessary to demonstrate that you have met the Graduate career stage of the Australian Professional Standards for Teachers (AITSL, 2011).
As a a unit of study offered in flexible mode, attendance at scheduled sessions is not a mandatory requirement of this unit. Students who enrol in the self-paced option, effectively have no tutorials to attend and students who are enrolled in on-campus study may wish to re-allocate to self-paced study as the semester progresses. There is, however, a strong correlation between participation and success in higher education. We therefore encourage and expect all students to actively participate in all learning in module activites to enhance their learning opportunities.
Required IT skills
Regular access to the online Learning Platform (Canvas ) is a course requirement. It is here that you will find all of the information you require regarding weekly readings, tutorial materials and assessment elaboration. It is vital that you access the unit Canvas page several times a week to ensure you can engage successfully with the weekly content and assessment tasks.
Artificial intelligence services must not to be used for assessment or assessment preparation by students unless explicitly allowed in the assessment instructions for an assessment task published with the assessment task and/or in the unit outline. That is, an artificial intelligence services may only be used if:
路 its use is authorised by the unit convener as part of a specified
assessment task, and
路 it is used in the way allowed in the assessment instructions and/or unit outline, and
its use is appropriately referenced, meaning that students must reference the use of AI in their assessment in the same way as they reference other source material.
In-unit costs
Please see detailed about book packs provided in the Readings section.
Work placement, internships or practicums
None
Additional information
This unit involves research-led education and/or work-integrated learning. There are active researchers delivering this unit who are able to engage students in deep and active learning and transmit to students their passion for the research they are carrying out.
